Coloring Epistemologies: Are Our Research Epistemologies Racially Biased?

Scheurich, James Joseph; Young, Michelle D.

doi:10.2307/1176879

Cited by 230 publications

(351 citation statements)

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“…Scheurich & Young (1997) reference scholars of color (Banks, 1993(Banks, , 1995Gordon, Miller, & Rollock, 1990;Stanfield, 1985Stanfield, , 1993Stanfield, , 1994 who have suggested that the "modern" epistemologies used in educational research-positivism, postpositivism, neorealism, interpretivism, constructivism, critical theory, and postmodernism/poststructuralism-may be racially biased. They have argued that epistemologies, not our use of them, are racist.…”

Section: Epistemological Racismmentioning

confidence: 99%

“…Bereiter, 1994;Delandshere & Petrosky, 1994;Gage, 1989) but they do not address the issue of race. Scheurich and Young (1997) argue that the lack of response to the charge of epistemological racism is a function of researchers' not understanding "how race is a critically significant epistemological problem in educational research" (p. 4).…”

Section: Epistemological Racismmentioning

confidence: 99%

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Ethics and Special Education

Paul¹,

French²,

Cranston-Gingras³

2017

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Section: Epistemological Racismmentioning

confidence: 99%

Section: Epistemological Racismmentioning

confidence: 99%

Ethics and Special Education

Paul¹,

French²,

Cranston-Gingras³

2017

focusXchild

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“…An important question raised by the connection between Western research structures, philosophies and methods and the colonial process is whether these approaches are fundamentally racialised in their investigation of issues related to colonised peoples. Some have considered these approaches 'racist epistemologies' (Scheurich and Young 1997;Tauri 2012a). …”

Section: Race Knowledge and Colonialismmentioning

confidence: 99%

“…However, research involves relations of power at multiple levels between the researcher and the research participant; in determining the priorities of research agendas; in the broader assumptions that give 'truth' value to certain types of research; and in the social, political and cultural values that underpin our processes of reasoning and understanding of the world. This is a view that knowledge production operates within communicentric frames of reference that enable and legitimise it (Scheurich and Young 1997). As Hart (2010: 4) notes: 'Eurocentric thought has come to mediate the entire world to the point where worldviews that differ from Eurocentric thought are relegated to the periphery, if they are acknowledged at all'.…”

Section: Race Knowledge and Colonialismmentioning

confidence: 99%

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Changing Narratives: Colonised Peoples, Criminology and Social Work

Cunneen

Rowe

2014

Int J for Crime, Justice & Social Democracy

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There is growing recognition in criminology and social work of the importance of Indigenous knowledges and methodologies. Yet to date there have been limited attempts (particularly in criminology and criminal justice social work) to consider the theoretical and practice implications of Indigenous understandings and approaches to these disciplines. Both disciplines have also been slow to recognise the importance of understanding the way in which colonial effects are perpetuated through knowledge control, particularly in the operation of criminal justice systems. Our paper thus begins by examining the historical and institutional factors that have contributed to the continuing subjugation of Indigenous knowledges and methodologies. A discussion of the connections between the hegemony of Western science, the construction of race, and the colonial project follows. While herein Western and Indigenous approaches are conceptualised broadly, the dangers of over-simplifying these categories is also acknowledged. The paper proceeds by examining the distinctive character of each approach through a consideration of their ontological, epistemological, axiological, and methodological differences. Whilst acknowledging the considerable challenges which arise in any attempt to develop connections between these differing worldviews, a pathway forward for understanding both theoretically and methodologically the relationship between Western and Indigenous approaches is proposed.

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Advocating for social justice, equity, and inclusion in the workplace: An agenda for anti‐racist learning organizations

Bohonos

Sisco

2021

New Dir Adult Contin Educ

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Amidst ongoing racist violence in the United States, this article will recognize workplace‐based efforts to act against racially motivated discrimination targeted at the Black community. More specifically, this article will examine anti‐racist initiatives in the workplace by connecting these efforts to broader discussions of human rights, organizational social justice, and the Black Lives Matter movement. Culturally responsive leadership approaches, ally development efforts, employee resource groups, and mentorship/sponsorship programs are among the leading strategies currently used by employers to resist workplace racism; and thereby, each of these initiatives will be reviewed to illustrate how they drive organizational efforts, foster anti‐racist workplace cultures, and work against antiblackness. To consider how this work can be improved, the article concludes with suggestions for how academic HRD programs can reform curriculum to prepare graduates to be drivers of organizational social justice.

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Coloring Epistemologies: Are Our Research Epistemologies Racially Biased?

Cited by 230 publications

References 0 publications

Ethics and Special Education

Ethics and Special Education

Changing Narratives: Colonised Peoples, Criminology and Social Work

Advocating for social justice, equity, and inclusion in the workplace: An agenda for anti‐racist learning organizations

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